Vol. 14 No. 32 (2018)

Artigos Científicos

• Metaphors for discursive interaction in science teaching

  Mariana Fernandes Silva, Carlos Eduardo Laburú, Osmar Henrique Moura da Silva

  5-18

  • PDF (Português (Brasil))

• Nature of science: what do Brazilian researchers discuss?

  Carla Krupczak, Joanez Aparecida Aires

  19-32

  • PDF (Português (Brasil))

• The national examination of students' performance in chemistry: comparative analysis between beginners and undergraduates

  Edenilza Mendonça de Santana, Edson José Wartha, Murilo de Medeiros Sampaio

  33-17

  • PDF (Português (Brasil))

• Analysis of teacher-student verbal interactions: implications for the construction of a reflexive discourse

  Viviane Arrigo, Natany Dayani de Souza Assai, Fabiele Cristiane Dias Broietti, Álvaro Lorencini Júnior

  48-60

  • PDF (Português (Brasil))

• The dimensions of the argument in science education researches from 2007 to 2017: one to look at for the characterization and the methodological tools to study this thematic one

  Agnaldo Ronie Pezarini, Maria Delourdes Maciel

  61-77

  • PDF (Português (Brasil))

• Contributions of Brazilian academic productions on Green Chemistry and its teaching

  Franciani Becker Roloff, Carlos Alberto Marques

  78-91

  • PDF (Português (Brasil))

• Mathematics Education on the Normal course in Education Institute Régis Pacheco (1959-1971)

  Cleide Selma Pereira dos Santos, Janice Cassia Lando

  92-107

  • PDF (Português (Brasil))

• Trends of Brazilian publications on indigenous teachers training in the natural sciences

  Silvana Costa Santa Rosa, Edinéia Tavares Lopes

  108-120

  • PDF (Português (Brasil))

• Uses/meanings of geometry mobilized in initial teacher education

  Anna Regina Lanner de Moura, Simone Maria Chalub Bandeira Bezerra

  121-129

  • PDF (Português (Brasil))

• Autoscopy of a teacher in continued training for the learning of phylogeny

  Verônica Klepka, Maria Julia Corazza

  130-144

  • PDF (Português (Brasil))

• Analysis of the time and epistemological dimension of knowledge: the limit of a real function

  Teodora Pinheiro Figueroa, Saddo Ag Almouloud

  145-159

  • PDF (Português (Brasil))

• The research in informal learning of sciences in the North Region: The case of the science forests

  Saulo Cezar Seiffert Santos, Marcia Borin da Cunha

  160-173

  • PDF (Português (Brasil))

• About Curriculum and knowledge: the discourses that make teachers of Biology

  Sandra Nazaré Dias Bastos, Silvia Nogueira Chaves

  174-185

  • PDF (Português (Brasil))